Evidence-based Innovation methodology as a way to produce Open Educational Resources by in-service...

Evidence-based Innovation methodology as a way to produce Open Educational

Resources by in-service teachers

Paola Sarango L.UNIVERSIDAD TÉCNICA PARTICULAR DE LOJA, ECUADOR

Juanjo MenaUNIVERSIDAD DE SALAMANCA, ESPAÑA

María Soledad Ramírez MontoyaINSTITUTO TECNOLÓGICO DE MONTERREY, MÉXICO

TEEM16.- Teacher Education research and ICT

TEEM16

FRAMEWORK


Fuente: http://www.unesco.org/webworld/download/oer/EN/oer_logo_EN_2.png

Fuente: http://allinfoaboutict.blogspot.com/2015/05/ict-definition_16.htmlFuente: http://tinyurl.com/j7h7jqs

Fuente: https://womenbizcenter.files.wordpress.com/2013/05/knowledge.jpg

TEEM16 - Doctoral Consortium

FRAMEWORK

EBIE (Tejedor, 2007;

Ramírez, 2012)

1) choosing the object of study

2) searching for evidence in the literature

3) write the innovative teaching project

4) enactment and evaluation

5) dissemination.

Designing phase

Implementation phase

THESIS STATEMENT


Problem statement

OER is not often used in the daily teaching practice (Ramírez,

2011)

EBIE as a methodology which may allow an effective

integration (Tejedor, 2007)

Research Objectives

Our interest about this study is to analyze the EBIE model,

specifically, how its application can support the use, production

and dissemination of OER

- To show what object of study the participant in-service

teachers selected for their innovation projects (phase 1)- How they produced OER –

methodology- (phase 4)

RESEARCH METHODOLOGY


• 96 in-service teachers of an on-line postgraduate program, during four months in 2016

• 94 in-service teachers completed successfully the on-line course.

• Course name: Management models for learning

Sample

•Data was collected upon three questions of a survey •1: application level of the innovator project: user level, institutional level and national level

•2:educational level, that is to say, the educational degree to be applied in the innovation project

•3: working field•Data about production of OER was collected from participants’ documents

Data collection

•At the end of the on-line course, in-service teachers answered to the question's survey

•We analyzed the before three questions regarding to the first and four phases of the EBIE model.

•The elaboration of an OER was understand as a research paper produced during and at the end of the implementation of the innovation project in the on-line course.

Data analysis

descriptive- exploratory (Johnson & Gosling, 2010)


RESULTS Main findings indicate how teachers work in the first and four step of EBIE

DISCUSSION


About the OER design stage (phase 1)

The most in service teachers choose a

designing innovator project to apply in the

user level

Primary school and post-secondary teachers. They

focusing their attention and efforts on making students’ learning a great experience

(Parisky & Boulay, 2013)

In-service teachers with the support of ICT produced new

knowledge through innovation projects (Sanchez, Mena & Pinto,

2013) leading to innovative teaching practices and the

improvement of the learning process (Colpaert, 2012)

The most innovative projects were found in the subjects of

Natural Science and Mathematics field showing

that science are more prone to open new ways to

innovation.

About the OER Production stage

(phase 4)

The majority of OER was found in Mathematics and

Language

B-learning modality was predominant as well as the

online learning types.

For the teaching strategies, in-service teachers showed

especial concern in problem-based learning and Flipped

learning.

Regarding resources, electronic portfolio was the preferred technology among

the participants

EBIE model guides teachers to create and design innovation projects that improve their teaching practice and learning experience

The OER produced by the teachers contributed to promote their methods as innovative ways for teaching (Hu, Li, Li & Huang, 2015)

It is necessary to continue training teachers with the purpose to develop digital and research skills (Ramírez, 2012; Tejedor, 2007)

Through on-line course we can let the teachers rethink about the role of OER as tools for equal access to education and digital inclusion (Hussain,Chandio & Sindher, 2013)


¡THANKS!

Evidence-based Innovation methodology as a way to produce Open Educational Resources by in-service...

Education

Transcript of Evidence-based Innovation methodology as a way to produce Open Educational Resources by in-service...